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Language, Intelligence, and Thought.

By: Material type: TextTextSeries: Routledge Revivals SeriesPublisher: Oxford : Taylor & Francis Group, 2015Copyright date: ©1993Edition: 1st edDescription: 1 online resource (145 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781315683546
Subject(s): Genre/Form: Additional physical formats: Print version:: Language, Intelligence, and ThoughtDDC classification:
  • 153.9
LOC classification:
  • BF431 -- .B377 2015eb
Online resources:
Contents:
Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication -- Table of Contents -- Preface -- PART I - INTELLIGENCE -- 1. The Educated Intelligence -- 2. Psychology and Intelligence -- 3. Philosophy and Intelligence -- 4. The Concept of Intelligence -- 5. Language, Thought, and Intelligence -- PART II - EDUCATION -- 6. Value Judgements -- 7. The Traditions of Thought and Inquiry -- 8. Liberal Democracy, Liberal Education, and the Cultivation of Intelligence.
Summary: In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. It focuses on the issue of intelligence from a philosophical perspective. It should be of interest to students of education, philosophy and the philosophy of education alike.
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Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication -- Table of Contents -- Preface -- PART I - INTELLIGENCE -- 1. The Educated Intelligence -- 2. Psychology and Intelligence -- 3. Philosophy and Intelligence -- 4. The Concept of Intelligence -- 5. Language, Thought, and Intelligence -- PART II - EDUCATION -- 6. Value Judgements -- 7. The Traditions of Thought and Inquiry -- 8. Liberal Democracy, Liberal Education, and the Cultivation of Intelligence.

In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. It focuses on the issue of intelligence from a philosophical perspective. It should be of interest to students of education, philosophy and the philosophy of education alike.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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